浅议青海社区自治中的居民参与问题

目前,社区自治已经在我省广泛实施,但是,居民对于社区事务参与不足始终是困扰社区自治进一步发展的重要制约因素。本文在对西宁市的社区进行调研的基础上,分析了目前居民参与社区事务的现状,并且从参与式治理的角度提出了解决之策。     

回族大学生的民族认同与心理健康的关系

回族大学生的民族认同影响其心理健康状况。民族认同积极组的回族大学生与民族认同消极组的回族大学生的心理健康状况水平有显著性差异,积极组的心理健康水平好于消极组。结合以上结论,围绕高校民族地区大学生的培养目标和理念,对如何有效地培养回族大学生的心理素质提出了相应的对策和建议。     

残障人体育与构建和谐社会的思考

残障人问题一直以来都是一个世界性的问题,对于我国在构建和谐社会的过程中必须要着力解决好这个问题.本文通过对残障人体育与构建和谐社会之间的论述,目的旨在阐明二者之间的相互关系,为残障人问题能够更好地解决提供参考和借鉴.     

论行政诉讼和解制度的构建

我国建立行政和解制度已具有了现实和理论的基础,但行政诉讼中的和解不可能是毫无限制的,不能实行民事诉讼中那种完全调解制度,也不能像民事诉讼一样把调解制度作为基本原则来认识,行政诉讼中的和解只应适用几类特殊行政诉讼案件。     

网络民意的合法性阐释

网络民意的合法性是民意输出系统的合法性,是实质合法性和形式合法性的统一。随着网络技术的不断普及,网络民意成为公众表达民意、参与经济社会及政治生活的新渠道。现代民主政治本质上是民意政治,民意是政府公共政策的合法性依据。网络民意要在政府政策中发挥重要的作用必须证明其存在的合法性。     

二硫化碳泄漏处理及火灾扑救中相关问题探讨

二硫化碳（CS2）作为石油化工产品的添加剂、溶剂和磺化剂,本身具有高易燃性及高神经毒性,属于危险品,二硫化碳燃烧后形成的产物危险性极高,在事故处置中要加强个人防护。文章简要介绍了二硫化碳理化性质、发生火灾特点、灾害事故处置方法和扑救中应注意的有关问题,供相关人员商榷。     

学习支持服务在远程教学中的应用

学习支持服务具有服务功能．教育机构（院校）及辅导教师如何在教学前、教学中、教学后提供支持服务？提供完善的学习支持服务,可以帮助学生充分利用教学资源、学习资源,提高学生学习的效率和质量．     

Confronting the Dark Side of Higher Education

In this paper we philosophically explore the notion of darkness within higher education teaching and learning. Within the present‐day discourse of how to make visible and to explicate teaching and learning strategies through alignment procedures and evidence‐based intellectual leadership, we argue that dark spots and blind angles grow too. As we struggle to make visible and to evaluate, assess, manage and organise higher education, the darkness of the institution actually expands. We use the term ‘dark’ to comprehend challenges, situations, reactions, aims and goals, which cannot easily be understood and solved by agendas of quality assurance and professionalisation of higher education. We need to understand better why gender issues or ethnic conflicts emerge, and why students take up arms, within an institution which is thought to be inclusive, inviting and open to all kinds of people and cultures. And we need to study the educational potential of days of boredom or isolation, caught up in daily routines of teaching or studying which do not lead anywhere or give way to any productive work. These matters have not been sufficiently researched and conceptualised as meaningful in themselves. We aim here to open a space for insights through the concept of darkness presented in this paper. In order to make educational darkness palpable we draw on the philosophies of darkness found in the work of Friedrich Nietzsche and Emmanuel Levinas. Through those philosophies we argue that the growing darkness within higher education is not a symptom we should fear and avoid. Having the ability and courage to face these darker educational aspects of everyday higher education practice will enable students and teachers to find renewed hope in the university as an institution for personal as well as professional imagination and growth.